UNIVERSITY OF KASHMIR

DEPARTMENT OF SOCIAL WORK

SESSION 2014-2015

FIELD WORK REPORT

IMPACT OF FLOOD ON THE EDUCATION SYSTEM OF SUMMERBUGH-LASJAN
SUBMITTED BY:
AHSAN-UL-HAQ
ENUS SHAFI KHAN
SUMIYA
TOOBA FAROOQ
MASRAT FIRDOUS
YASMEEN
SIDIQA
SUBMITTED TO: Dr. ADIL BASHIR
FIELD SUPERVISOR & FIELD CO-ORDINATOR: Dr. ADIL BASHIR
SECOND SEMESTER II

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CONTENTS
ACKNOWLEDGEMENT
S.NO CONTENTS Page.No

01 Introduction to the community (community profile) 5

02 Global and National perspective of disasters 7-17

03 Disasters in Jammu &Kashmir 19

04 Floods of September 6, 2014 in Jammu & Kashmir 21-23

05 Research methodology 25-29

06 Research findings & data interpretation 31-35

07 Impact of flood on education system 37-40

08 Conclusion & recommendation 42-44

Field work experience

Bibliography
Annexure

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Acknowledgement
With deep sense of gratitude, we would like to mark our thanks to
our respected field work supervisor Dr. Aadil Bashir for his
continuous effort, constructive criticism, positive attitude and
untiring willingness which helped us to complete our field work
with more expertise and understanding. We would like to thank
him whole-heartedly for all the efforts and assistance

We would like to thank our faculty members Dr. Shazia Manzoor,

Ms. Saima Farhad for all their positive concern and constructive
criticism that helped us to carry on our field work

We would like to mark our thanks to the head of department

Dr. Pirzada M. Amin for arranging this field work and providing
us the vehicle facility while giving us the opportunity to work
with the flood affected people

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 Introduction to the community (community profile)

Introduction to the community (community profile)

Name of the area: Summerbugh, Lasjan, Budgam

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Location of the area: The community is almost 15kms away from the LaL chowk and is a semi-urban
community.
Total population: 1100
Males: 522
Females: 538
Children: 81
Males: 46
Females: 35
Number of households: 200
Type of housing: Most of the houses were pakka builded, only few were kaccha and semi-pakka
having all the necessary facilities with in-built toilets.
Religion followed: The whole community follows Islam as religion and all of them are Muslims.
Languages spoken: Kashmiri, Urdu and English
List of institutions: The community (Summerbugh) have one public health centre where first aid
services are provided, and also all the necessary immunisations are provided to the children free of
cost. The PHC also provides regular check-ups and a doctor visits once or twice a week. The PHC
have two female multi-purpose health worker (FMPHW) Ms. Jahan Ara and Ms. Krishna Devi and
one pharmacist Mr. Mushtaq Ahmad.
The community have two government schools and two private schools which are in and around the
community. The schools were performing better prior to the floods.
The community have an ICDS centre as well, which was completely destroyed in the recent floods.
The community have two local Mosques and have a ration store of their own.
Number of hospitals: There are no hospitals in or around the community, the people mostly go to
the other state hospitals.
Number of ASHA: The community have one accredited social health activist who perform all the
task and keeps a complete record of the community.
Availability of transport: the community have a very poor transportation service. The people of the
community have to walk a distance of almost 2kms, to reach to the bus stop. Alternatively the
people have to cross the river through boat in order to reach to the bus stop.
Communication: The people of the community are facing extremely problems since from the
floods. The people of the community don’t have the access to the newspapers, they don’t have any
recharge outlets in the community and there are no net cafes in the community. There is no local
market in or the community, there are only four shops in the community who sell the day to day
commodities.

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 Global and national perspective of disasters

Global and National perspective of disasters

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Concept of disaster
Disaster is defined as ‘catastrophic situation in which the normal pattern of life or ecosystem has
been disrupted and extra ordinary emergency interventions are required to save and preserve lives
and or the environment’ (Ministry of Home Affairs 2011).The impact of disasters is found
everywhere and its frequency has been increasing over the year resulting in loss of life, damage to
property and destruction of the environment. The disaster occur either by climatologically events
such as cyclone, flood and drought or by geological phenomena such as earthquakes, volcanoes and
landslides. About 90% of the global population exposed to floods lives in south Asian, East Asian
and Pacific countries (US ISDR 2011).
Disaster is an undesirable occurrence resulting from forces that are largely outside human control.
It strikes quickly with little or no warning, which causes or threatens serious disruptions of life and
property including death and injury to a large number of people, and requires therefore,
mobilization of efforts in excess of that which are normally provided by statutory emergency
Services.
Disasters are not totally discrete events. Their possibility of occurrence, time, place and severity of
the strike can be reasonably and in some cases accurately predicted by technological and
scientific advances. It has been established there is a definite pattern in their occurrences and
hence we can to some extent reduce the impact of damage though we cannot reduce the extent of
damage itself.
The impact of disasters is profound on everyone, but is felt most deeply by poor people who are
often least able to prepare and least able to recover. In some countries, early warning systems help
some sectors of the population but everyone should have the opportunity to reduce the risk of
disasters and to mitigate the effects.
The 2005 Hyogo Framework for Action seeks to ensure that disaster risk reduction is a national and
a local priority through using both national platforms and community participation. It refers to the
inclusion of disaster risk reduction in education as a top priority are highly disaster prone countries.
Typology
Disasters are of three types.
1. Natural Disasters
2. Anthropogenic Disasters
3. Hybrid Disaster
Natural Disasters:
Natural disasters are frequently the result of natural phenomenon. The definition of natural
disasters is any catastrophic event that is caused by nature or the natural processes of the earth.
The severity of a disaster is measured in lives lost, economic loss, and the ability of the population
to rebuild. Events that occur in unpopulated areas are not considered disasters. So a flood on an
uninhabited island would not count as a disaster, but a flood in a populated area is called a natural
disaster.

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All natural disasters cause loss in some way. Depending on the severity, lives can be lost in any
number of disasters. Falling buildings or trees, freezing to death, being washed away, or heat stroke
are just some of the deadly effects. Some disasters cause more loss of life than others, and
population density affects the death count as well.
Then there is loss of property, which affects people’s living quarters, transportation, livelihood, and
means to live. Fields saturated in salt water after tsunamis take years to grow crops again. Homes
destroyed by floods, hurricanes, cyclones, landslides and avalanches, a volcanic eruption, or an
earthquake are often beyond repair or take a lot of time to become livable again. Personal effects,
memorabilia, vehicles, and documents also take a hit after many natural disasters.
The natural disasters that really affect people worldwide tend to become more intense as the years
go on. Frequency of earthquakes, mega storms, and heat waves has gone up considerably in the
last few decades. Heavy population in areas that get hit by floods, cyclones, and hurricanes has
meant that more lives are lost. In some areas, the population has gotten somewhat prepared for
the eventuality of disasters and shelters are built for hurricanes and tornadoes. However, loss of
property is still a problem, and predicting many natural disasters isn’t easy.
Anthropogenic Disasters:-
The second type is of anthropogenic origin, and exemplifies some of the terrible accidents that have
resulted from man’s interaction with the artificial environment he has himself created.
The Titanic sank because one person after another failed to heed the danger presented by a pack of
deadly icebergs in the North Atlantic. The reluctance to believe that such a tragedy was possible
meant that were not enough life boats available and most those that were provided were lowered
with only a few people in each.
The Turkish airlines DC-10 crashed outside Paris because a series of ineptitudes resulted in the
failure of an airport attendant to close the baggage door properly.
Most alarming of all in this catalogue of disasters are the airborne hazards from Nuclear accidents
such as Chernobyl, Three mile Island in the united states, and wind scale in united kingdom; in
descending order and the most horrific the union carbide plant disaster at Bhopal in India.All
caused by a reluctance to believe in, or plan for potential tragedy.
Hybrid Disaster:-
A hybrid disaster occurs when a natural or man-made hazard causes increased damages as a by-
product of anthropogenic actions. Examples of these are the spread of disease from acommunity in
which the disease is endemic to community which has no natural immunity, wholesale destruction
of rainforests and the consequent reduction of evapotranspiration which intensifies annual flood
occurrences in many countries, large scale deaths due to smog or pollution in many major
conurbations throughout the world, and the pollution of oceans due to accidental or deliberate
dumping of oil or chemical products into the Marine environment. Environmental degradation is
held responsible for exacerbating the impact of droughts, floods, hurricanes, landslides and
wildfires.
Effects of Disasters

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Each type of disaster can have a number of disruptive effects. These in turn cause generally
predictable problems and needs of four kinds: environmental; health; social, economic, and
political; and administrative and managerial.
 Environmental Effects
Disasters can have any number or combination of four effects: destruction and damage to
homes and buildings; decreased quantity or quality of water supplies; destruction of crops
and/or food stocks; and the presence of unburied human bodies or animal carcasses. These
environmental effects vary considerably from disaster to disaster. For example, Earthquakes
affect buildings but usually not crops, while tropical cyclones may affect both. Closely
related to the environmental effects is the impact that disasters have on land tenure and
values. These effects also vary with the disaster type; for example, land values after
earthquakes will go up in zones that were not heavily damaged, but land values go down in
zones of active volcanoes.
 Effects on Health
Sudden natural disasters are often believed to cause not only widespread death but also
massive social disruption and outbreaks of epidemic disease and famine, leaving survivors
entirely dependent on outside relief. Systematic observation of the effects of disaster on
human health has led to rather different conclusions, both about the effects of disaster on
health and about the most effective ways of providing relief. Though all disasters are unique
in that they affect areas with differing social, medical, and economic backgrounds, there are
still similarities between disasters that, if recognized, can optimize the management of
health relief and use of resources. The following points may be noted:
 Economic, Social, and Political Effects
Disasters disrupt rather than destroy economies. During an emergency, people must leave
their jobs and devote their time to disaster-related activities, such as search and rescue, or
to care of survivors. During this period normal economic activities are severely curtailed,
even if the sources of employment are unaffected by the disaster. This period is short-lived,
however, and in the later phases of a disaster economic activities quickly assume a high
priority for both businesses and victims alike. Whether or not an economy can recover
quickly depends on the losses sustained. Physical damage to businesses and industry may
temporarily halt some activities, but most enterprises can operate at reduced levels even
with the loss of equipment.
Of far more concern is the impact of disasters on persons who are participating only
marginally in the economy, people such as subsistence farmers, small shopkeepers, and
fishermen. After a disaster it is not uncommon for many small enterprises to fail. For the
owners, a disaster can wipe out not only their investments but also their savings.

 Administrative and Managerial Effects

Administrative problems in disaster are made more difficult by four factors, which increase
in importance with the extent of the disaster.

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 Effects on community leadership: The loss of leaders due to death or injury can impair
disaster response.
Disruption of formal organizations: When a disaster strikes, large formal organizations are
most disrupted. Small, community-based organizations are generally better able to function,
even with loss of leaders.
Damage to critical facilities and lifelines: Widespread disasters can destroy or damage
facilities that may be critical not only for responding to the disaster but also for maintaining
a safe environment and public order. Among these are communications installations;
electrical generating and transmission facilities; water storage, purification, and pumping
facilities; sewage treatment facilities; hospitals; police stations; and other private buildings.
Disruption of transportation (and isolation of resources): During the initial stages of most
types of disasters, almost all surface means of transportation within a community are
disrupted. Bridges can be knocked out; roads can be cut by landslides; rubble can block
streets and highways.
Global scenario of disasters
Disasters cause heavy losses to the life and property, it causes lot of issues to the people affected
by it. There have been so many disasters at the global level that have caused huge destructions all
over the globe. Disasters have created havoc all over the nations that have been affected by it,
particularly with the floods, earthquakes and tsunamis. Throughout the globe the disaster
management department have taken necessary measures to combat with the situation but before
the nature’s fury everyone is helpless.
There have been so many disasters (earthquakes, floods and tsunamis) throughout the world that
have caused a lot of trouble. Recently in 2008 Koshi River in Nepal breached its embankments and
wreaked havoc in eight Village Development Centres of Sunari (Dennison and Keim, 2009). This
particular disaster affected 67schools of the districts. Walls of 15 schools collapsed causing damage
to the school furniture and facilities. After the displacement of the flood hit people, 23thousand
School going students were deprived of education. Learning was equally interrupted in host schools
where the displaced people had sheltered. One of the worst flood disasters experienced in the last
century occurred in early 1970s in Bangladesh where over 250,000people drowned and 52,000
square kilometres of area of the country (nearly 60 per cent of net cultivable land) was reclaimed
by water (UNDP and ADPC,2002). In another instance, the magnitude 9.2 Great Alaska
Earthquake, which struck south-central Alaska at 5:36 p.m. on Friday, March 27, 1964, is the largest
recorded earthquake in U.S. history and the second-largest earthquake recorded with modern
instruments. The earthquake was felt throughout most of mainland Alaska, as far west as Dutch
Harbour in the Aleutian Islands 800 miles away from Anchorage, and at Seattle, Washington, more
than 1,200 miles to the southeast of the fault rupture, where the Space Needle swayed perceptibly.
The earthquake caused rivers, lakes, and other waterways to slosh as far away as the coasts of
Texas and Louisiana. Water-level recorders in 47 states—the entire Nation except for Connecticut,
Delaware, and Rhode Island—registered the earthquake. It was so large that it caused the entire
Earth to ring like a bell: vibrations that were among the first of their kind ever recorded by modern

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instruments. The Great Alaska Earthquake spawned thousands of lesser aftershocks and hundreds
of damaging landslides, submarine slumps, and other ground failures. Alaska’s largest city,
Anchorage, located west of the fault rupture, sustained heavy property damage. Tsunamis
produced by the earthquake resulted in deaths and damage as far away as Oregon and California.
Altogether the earthquake and subsequent tsunamis caused 129 fatalities and an estimated $2.3
billion in property losses (in 2013 dollars). Although the Great Alaska Earthquake was tragic
because of the loss of life and property, it provided a wealth of data about sub-duction-zone
earthquakes and the hazards they pose. The leap in scientific understanding that followed the 1964
earthquake has led to major breakthroughs in earth science research worldwide over the past half
century. This fact sheet commemorates the Great Alaska Earthquake and examines the advances in
knowledge and technology that have helped to improve earthquake preparation and response both
in Alaska and around the world. Survivors of the 1964 Alaska earthquake will never forget the
strong shaking that lasted for as much as four and a half minutes when a 580-mile section of the
fault plane ruptured. In southern Alaska, where the loss of life was largest, 70 percent of the
fatalities resulted from tsunamis generated by massive submarine landslides that occurred on steep
slopes of the seafloor.
According to a survey by the Asian Disaster Preparedness Centre in 2002, in Cambodia, seeking to
identify the impacts of disasters on the education sector, it was revealed that floods is one of the
factors disrupting study program accomplishment and thus affecting the quality of current
education, particularly in provinces which are prone to floods and where schools were constructed
without proper flood resilient (ADPC 2002).
Many countries throughout the globe have made Disaster Management departments which
controls the situation either in advance by taking the necessary measures to deal with disasters, like
in china they make houses that are earthquake proof and can resist the heavy jolts as well, or
alternatively the disaster management groups can work in the post-disaster situation thereby
lending a helping hand. The disaster management teams/departments work in the following
manner:
Pro-active risk measures, that is taking certain measures in advance to deal with the situation, it
includes:
Mitigation: Mitigation is defined as a sustained action to reduce or eliminate risk to people and
property from hazards and their effects. Examples of mitigation activities include:
 Retrofitting buildings to better withstand earthquakes
 Building dams to prevent floods
 Building retaining walls to protect against landslides
 Planting forests to buffer against storms
 Engaging in agricultural mitigation measures, that is crop diversification, planting of shelter
breaks, food storage programs
 Reviewing legal frameworks to ensure that an enabling environment for structural
mitigation requirement are adequately covered, that is land-use planning, building codes

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Preparedness: It is defined as a state of readiness to respond to a disaster, crisis o any other type of
emergency. It includes:
 Public awareness, that is raising awareness through education and knowledge to improve
the people’s participation in preparedness programs
 Research to assess vulnerability and to identify and assess the magnitude of risks
 Establishment of early warning systems.
 Practice of emergency drills
Post disaster phase focusses on:
Emergency response: This is the first response on the disaster situation also known as rescue,
which includes saving the people at the very first instance, evacuate them from their respective
homes and shift them to a safer place. It includes providing the food, clothes, medicines and other
things in need, at the hour of crisis, building temporary shelters, setting up of camps or temporary
repair to existing dwellings, addressing special reproductive and health needs of women and
children, setting up search and rescue teams.
Recovery: this is the last stage in the disaster management program where in the people are
rehabilitated back to their dwellings, providing them assistance to get back to the track in order to
stabilize the situation.

Source: International Journal of Scientific and Research Publications, Volume 4, Issue 3,

March 2014
Indian scenario of disasters
India is a developing country which is still struggling to achieve a better standard in order to achieve
a better standard and uplift the national economy. In one end where the country is struggling to
improve its standard, at the same time, it faces a number of problems particularly in the form of

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national disasters that give a blow to the nation and further creates problems for the local masses.
India is a country that is always at the end of disasters, be it floods, earthquakes or landslides, it is
always been hit by one or the other disaster. About 59% of the land is prone to the earthquakes in
India (MHA, 2011).
Around 68% of the country is prone to drought, and out of 40million hectares flood prone area in the
country, around 7.5million hectares get affected every year by recurring floods. Around 71%
(5300kms) of the 7500kms long coast of India are susceptible to cyclones. Andaman and Nicobar
Islands, Andhra Pradesh, Orissa, Tamil Nadu and Pondicherry gets affected most.
The following table shows the number of events recorded and the damage due to the disasters during
1980-2010
Number of events 431
Number of people killed 143039 approx.
Average Killed per year 4614 approx.
Number of people affected 1521726127 approx.
Natural disasters in India have caused serious causalities and heavy loss of economy as well. Every
year people lose their life in floods and landslides and other natural calamities and economy worth
millions and billions gets destroyed due to it. Below is a table showing the loss to the human lives
and property in India due to the floods.
Losses due to the disasters during 2005-2006 to 2009-2010
(Top 10 states prone to disasters)
States Loss to human lives Loss to houses
Himachal 379 221664
Uttarakhand 488 269252
Maharashtra 749 475618
Kerala 763 493228
Andhra Pradesh 770 517198
West Bengal 921 723325
Karnataka 990 857027
Gujarat 1199 1089676
Bihar 1684 1134080
Uttar-Pradesh 2763 2096665
Others 2340 921314

This table represents the average loss of Human Lives and property that are destroyed on an average
due to the disasters. Other than human loss, disasters cause a heavy loss to the economy as well
leaving behind the traces of destruction everywhere.

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Region –wise earthquake 1897-2006

Seismic- region 5-5.9 6-6.9 7-7.9 8.0+

Kashmir & western Himalayas 25 7 2 1
Central Himalayas 68 28 4 1
North East India 200 130 15 4
Indo-Gangetic Basin 14 6 - -
Cambay and Rann Of Kutch 6 5 2 1
Peninsular India 32 10 - - This
Andaman Nicobar Islands 80 68 1 1 table

represents the number of earthquakes that took place at the most earthquake prone regions with
different frequencies. These region are earthquake prone therefore are always subjected to
earthquake causing minor to major losses.
India’s Major Disasters
Name of event Year State and area
Drought 1972 Large part of the country
Cyclone 1977 Andhra Pradesh
Drought 1987 15 states
Latur earthquake 1993 Latur, Maharashtra
Orissa Super-cyclone 1999 Orissa
Gujarat Earthquake 2001 Rapar, Bhuj, Ahmadabad, Surat
Tsunami 2004 Tamil Nadu, Kerala, A.P, Andaman &
Nicobar
Maharashtra Floods 2005 Maharashtra State
Kashmir Earthquake 2005 Pakistan & partially Kashmir
Kosi Floods 2008 North Bihar
Cyclone Nisha 2008 Tamil Nadu
Drought 2009 252 Districts in 10 states
Leh Cloudburst 2010 Leh, Ladakh in Jammu and Kashmir
Sikkim Earthquake 2011 North-eastern India

In order to do away with the destructions caused due to the natural disasters, DISASTER
MANAGEMENT ACT, 2005 came into existence. The disaster management act, 2005 defines
disaster as natural or man-made event that cause substantial loss of life, property and

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environment. The scope of this definition does not cover a variety of other crisis situations that may
or may not culminate in a disaster. The act concentrates very comprehensive powers and functions
at the national level for dealing with the disasters. Therefore National Disaster Management
Authority (NDMA) has the responsibility for not only laying down the policies, plans and guidelines,
but also has executive functions for ensuring timely and effective response.
NDMA is established to meet the ends at the time of disasters. It provides the support to the
affected places in the need of hour. NDMA is funded by the central funds and a specific portion of
certain funds goes to the NDMA account, which is utilized later on. However it is not always
possible for the authorities to meet the crisis situation, because nature’s fury can take troll at any
time, therefore certain advanced measures should be taken in advance, however in most of the
cases the authorities fail to fulfil the ends. The authorities have framed a complete management
team that take care of the issues while working in the disaster areas. The work in the disaster area
have been divided into certain phases to meet the crisis situation and to work in a better manner,
achieving the objectives of the work.
Contents of the act
National Authority
National Executive Committee
State Disaster Management Authority
District Disaster Management Authority
National Disaster Response Force
Other Provisions
Implementation
National Authority
The Act calls for the establishment of National Disaster Management Authority (NDMA), with the
Prime Minister of India as chairperson. The NDMA may have no more than nine members including
a Vice-Chairperson. The tenure of the members of the NDMA shall be five years. The NDMA which
was initially established on 30 May 2005 by an executive order, was constituted under Section-3(1)
of the Disaster Management Act, on 27 September 2006. The NDMA is responsible for "laying down
the policies, plans and guidelines for disaster management" and to ensure "timely and effective
response to disaster". Under section 6 of the Act it is responsible for laying "down guidelines to be
followed by the State Authorities in drawing up the State Plans".
National Executive Committee
The Act under Section 8 enjoins the Central Government to Constitute a National Executive
Committee (NEC) to assist the National Authority. The NEC is composed of Secretary level officers of
the Government of India in the Ministries of home, agriculture, atomic energy, defence, drinking
water supply, environment and forests, finance (expenditure), health, power, rural development,
science and technology, space, telecommunication, urban development, and water resources, with
the Home secretary serving as the Chairperson, ex officio. The Chief of the Integrated Defence Staff
of the Chiefs of Staff Committee, is an ex officio member of the NEC. The NEC under section of the
Act is responsible for the preparation of the National Disaster Management Plan for the whole
country and to ensure that it is "reviewed and updated annually".

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State Disaster Management Authority
All State Governments are mandated under Section 14 of the act to establish a State Disaster
Management Authority (SDMA). The SDMA consists of the Chief Minister of the State, who is the
Chairperson, and no more than eight members appointed by the Chief Minister. State Executive
Committee is responsible (Section 22) for drawing up the state disaster management plan, and
implementing the National Plan. The SDMA is mandated under section 28 to ensure that all the
departments of the State prepare disaster management plans as prescribed by the National and
State Authorities.
District Disaster Management Authority
The Chairperson of District Disaster Management Authority (DDMA) will be the Collector or District
Magistrate or Deputy Commissioner of the district. The elected representative of the area is
member of the DDMA as an ex officio co-Chairperson, (Section 25).
National Disaster Response Force
The Section 44-45 of the Act provides for constituting a National Disaster Response Force "for the
purpose of specialist response to a threatening disaster situation or disaster" under a Director
General to be appointed by the Central Government.
Other Provisions
Section 42 of the Act calls for establishing a National Institute of Disaster Management. Section 46-
50, mandates funds for Disaster Mitigation at various levels. The Act provides for civil and criminal
liabilities for those who violate the provision of the Act.
Implementation
The implementation of the National Disaster Act, 2005 has been slow, and slack. On 22 July 2013
Indian Supreme Court Justices A K Patnaik and M Y Eqbal in response to a Public Interest Litigation
issued notices to the Governments of Uttarakhand, Tamil Nadu, Odisha, Andhra Pradesh, Gujarat,
Rajasthan Maharashtra and the Central government for alleged failure to implement the Disaster
Management Act, 2005. The petitioner alleged that the non-implementation of the Disaster
Management Act by the Government of Uttarakhand endangered the lives of citizens. He sought
"reasonable ex-gratia assistance on account of loss of life, damage to houses and for restoration of
means of livelihood to victims of flash floods in Uttarakhand under the Disaster Management Act".
The policy thus envisages a pro-active approach to disaster management wherein more emphasis is
laid on preparedness, prevention and planning in addition to integrating disasters into
development. All the stakeholders will be entrusted with adequate responsibility and role to
achieve the goal of minimum losses to both life and property. It will be backed by all possible
necessary support in terms of resources both financial and human, techno-legal regime,
institutional backup, early warnings and forecast system as well capacity building and training. To
achieve the objective, efforts will be made at all levels so that hazards do not turn into disasters.
The role of various stakeholders under the umbrella of the State Disaster Management Authority
including the govt. departments like Revenue , PWD, PHE, PDD, Health, Agriculture, etc. shall be
specified so as to ensure a quick and prompt response to any disaster whether natural or
manmade. The elements of Disaster Risk Reduction will be incorporated in all the future
constructions and all projects/works that incorporate such measures will be given priority.

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 Disasters in Jammu and Kashmir

Disasters in Jammu and Kashmir

The history of disasters in Jammu and Kashmir is not a new phenomenon, J&K have been
experiencing the disasters from a very long time. The state of Jammu and Kashmir is too vulnerable
to the natural calamities. According to the department of environment, ecology and remote sensing
(DEERS), in collaboration with Hyderabad based national remote sensing centre , 11% of the area of
the state( including Srinagar, Ganderbal, Anantnag, Pulwama, Doda, Ramban, Kishtawar) comes
under seismic zone(v), where around 50% of the population of the state lives Rest of the state

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(including whole of Ladakh & Jammu division) is under the seismic zone (iv) therefore making J&K
more vulnerable towards earthquakes, that can be verified from the past calamities as well. Low-
lying areas of the Kashmir valley, especially Sonawari, Awantipora, and Srinagar along with the parts
of Jammu division are prone to floods while as, Upper catchments of all the tributaries of the
Jhelum, Indus, Chenab and Tawi Rivers are prone to flash floods that causes destruction to the
human life as well as to the property. Higher reaches of Kashmir including Anantnag, Kulgam, Gurez,
Kargil, Leh, Doda , Ramban, Kishtawar, Banihal faces maximum avalanches whereas, areas along the
major highways particularly Ramban, Pantail, Banihal, Doda, Kishtawar, Gulmarg, Dawar, Gurez,
Tangdhar, Rajouri are more prone to landslides causing great trouble every year.
Therefore J&K has been facing the disasters from higher magnitude to lower magnitude from time
to time that have caused human and property causalities. The vulnerability of J&K towards natural
disasters can be traced by the following history of disasters in J&K:
1893 First of the well documented case of flood in Kashmir during the time of
Maharaja Pratab Singh. After the flood of 1893, Jhelum bank was strengthened to
protect Munshi Bagh and the new bund came up
1903 Converted the city into a whole lake

1957 100 people lost their lives in the devastating floods

1959 the floods submerged almost entire valley

1992 Most devastating in terms of causalities

This table clearly shows the vulnerability of J&K towards the floods where in huge loss have been
caused to the life and property, and these floods have always been repetitive after long spells.

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 Floods of September, 2014 in Jammu and Kashmir

Floods of September, 2014

According to the National Disaster Management of India, a flood is an overflow of water that
submerges land that is usually dry and can occur in river when the flow exceeds the carrying
capacity of the river channel. It can also occur if water falls on an impermeable surface, such as
concrete paving or frozen ground and cannot rapidly dissipate into the ground

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In September 2014, the Jammu and Kashmir state witnessed disastrous floods across many districts
caused because of torrential rainfalls or may be due to various cloud bursts. The J&K received heavy
rainfall from September 2, 2014, onwards during last stage of monsoon in India. This triggered
floods and landslides in India and the adjoining areas of Pakistan. According to the Indian
Meteorological department, on September 05, 2014, the Jhelum was reported to be flowing at
22.40ft which was 4.40ft above the danger mark and 33ft at Sangam in Anantnag district above the
danger mark. The discharge rate in the river was recorded at 7000m 3/s. The Chenab River was also
reported to flow above the danger mark by which hundreds of villages were affected in Pakistan.
These rivers flooded into the streets causing heavy causalities and loss of property. In Srinagar,
most of the city areas remained submerged under water. The river Jhelum spilled over, submerging
Sonwar Bagh, Shivpora, Batwara, Pandrathan, LaL chowk, Rajbagh, Jawahar Nagar, Gogji Bagh, and
other adjoining areas.
In actual figure, according to Home Ministry of India, 2600 villages were reported to be affected in
J&K, out of which 390 villages in Kashmir were completely submerged. 1225 villages were partially
affected and 100 villages were affected in Jammu division alone. Many parts of Srinagar including
BSF headquarters in Sanat Nagar and army cantonment in Badam Bagh were inundated causing the
vital roads submerged. Around 800 villages remained inundated for more than two weeks and
12.5lakh families were directly or indirectly affected by the floods. 550 bridges and culverts are
reported to be damaged, while 2594 educational institutions were affected partially/completely. A
total loss of 83044 concrete houses were damaged completely while 96089 houses were damaged
partially (source NDRF,2014)Other structures including granaries damaged in the floods were
353864 Including livestock 10050 milk animals were perished, besides 33000 sheep and goats.
Damage to the agricultural crops is believed to the tone of 4043 crores while horticultural crops
suffered losses amounting to 1568 crores. The traders and the local business was hit extremely by
the floods causing a loss of more than 1 trillion. Almost 280 deaths were marked in the 2014 floods
out of which 196 were in Jammu division and 85 from Kashmir. All the major hospitals of Kashmir
were inundated along with the machinery and latest equipment’s, the Civil Sectriat and the High
Court was also submerged causing a great loss to the state.
The floods in J&K caused both the primary as well as the secondary effects on the people of J&K.
The primary effects includes loss of life, damage to the residential homes, damage to the buildings
and other structures( including hospitals, government offices, bridges, sewage system, roadways,
culverts and embankments). It also damaged power transmission stations, water plants, and other
departments. Damage to the roads and transport created great difficulty to mobilize and to those
affected or to provide emergency health treatment. It also caused number of health issues, like
respiratory tract infections, water borne diseases, skin infections, diarrhoea and other health
complications
The secondary and long term effects includes economic hardships, psychological impact, loss of
livelihood, loss of agriculture and other losses. Many environmentalists pointed out certain reasons
for the floods of September 2014, deforestation in the catchment areas of rivers, unplanned
construction in flood plains, lack of urban planning, rampart dumping of garbage in the rivers and
use of chemical fertilizers by farmers are the main reasons that caused floods in J&K. Sumita

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Narian- director general of central department of disasters said that, the scale of disaster in J&K has
been execrated by unplanned development especially along the river banks. She also mentioned
that in the last 100 years more than 50% of lakes, ponds and wet lands of Srinagar have been
converted into residential plots. The banks of the river Jhelum have been taken over in similar
manner highly reducing the rivers drainage capacity. Therefore all these reasons together
contributed towards the floods in J&K and became the main reason for such a heavy destruction to
the life and property.
Government and non-government response towards September 2014 floods
The floods of September was the most unexpected disaster witnessed by the people of Jammu and Kashmir.
In the floods of 2014, Jammu and Kashmir witnessed the worst floods causing heavy destruction to the life
and property. It was so heart-wrenching to see people in terror, crying for help, losing their everything in
front of their own eyes and seeing their near and loved ones in such a great trouble, however it was so
pleasing to see people lending a helping hand and reaching out to those who were in such a trouble caused
by the nature. The locals proved out to be the messiahs in the recent floods when it was too difficult to
manage a drop of drinking water. The floods instead of tearing people apart, brought them together and set
such a great example of humanity and brotherhood thereby carrying out the rescue operation in such places
where it was impossible to go. This was a time when people were furious at the then government who they
claimed were missing from the ground. The government failed to give red alert at the proper time in the
areas that were more prone to the floods, infact the government failed to carry out the rescue operation at
most of the places, it was only either the local people or the army men who rescued the people after 10-15
days who were stranded in the floods.in most of the areas, people were not evacuated from their homes
and were left to the fate. The devastating floods caused destruction to the property worth crores, but it did
not break the fighting spirit of people. People helped each other Irrespective of their caste and religion and
stood together and helped each other even when they were themselves suffering. When Srinagar and north
Kashmir was hit by the floods, in the subsequent days, hundreds of volunteers from down town and from
many parts of Kashmir risking their lives reached out to these flood affected areas. All the people
volunteered at their own to provide a helping hand to the people who were affected by the floods. The
people made hand-made boats made out of empty cans or thermocol piles to rescue people using whatever
little means available at hand. They didn’t wait for government and army choppers to rescue people. The
locals loaded relief trucks with rice, vegetables, fruits, clothes, and other material from their respective
areas-and reached out to those who were stranded in the floods. Nadeem Ahmad khuroo (26) an
entrepreneur from Naikbagh, Nowgam lost all his stock during recent floods in Kashmir, khuroo offered the
volunteers his stocks comprising mattresses and timber to rescue the trapped people. People living in the
unaffected areas, whose houses were not inundated by the flood water, threw open their doors, for those
whose houses were submerged. Mohalla committees worked with zest and bait-ul-mal was put in use to
provide meals and other stuff to the flood affected people. People stepped forward to serve food in
community kitchens (Langar), and arranged food for the flood affected people. Local mosques were thrown
open for all, Irrespective of religion providing shelter and relief material to the flood affected people. The
money was pooled and arranged by the people themselves. It was a unique display of self-help, of self-
governance in Kashmir. The people of Kashmir, especially the youth of Jammu and Kashmir set such a good
example of brotherhood and humanity, the youth of J&K showed such a courage and bravery in the need of
hour that is worth praising.

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23 | P a g e
 Research Methodology used in field work

Research Methodology used in field work

Social research
Social research id s careful and exhaustive investigation of a phenomenon with an objective of advancing
knowledge. It aims at discovering truth. Research is undertaken to discover answers to questions by applying

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scientific methods. It is systematic investigation to find the solution to problem. Social research is a research
that focuses on the study of human groups or the process of social interaction
According to P.V.Young social research is the systematic method of discovering new facts or verifying old
facts, their sequences, inter-relationships and the natural laws that governs them
According to Thoedorson and Theordorson it is a systematic and objective attempt to study a problem for
the purpose of delivering general principles.
Objectives of our research
 To prepare a comprehensive community profile of the area
 To assess the damage caused by the floods of September, 2014
 To understand the impact of floods on the education system, health, housing, and economy
 To evaluate the role of social worker with the flood affected people, especially with the
Vulnerable groups of the society
Types of research
There are two basic types of social research that helps the researcher to complete his research. The two
basic types of research are:
Qualitative research
Qualitative Research is collecting, analysing, and interpreting data by observing what people do and
say. Qualitative research is much more subjective than quantitative research and uses very different
methods of collecting information, mainly individual, in-depth interviews and focus groups. The
nature of this type of research is exploratory and open-ended. Small numbers of people are
interviewed in-depth and/or a relatively small number of focus groups are conducted. Participants
are asked to respond to general questions and the interviewer or group moderator probes and
explores their responses to identify and define people’s perceptions, opinions and feelings about
the topic or idea being discussed and to determine the degree of agreement that exists in the
group. The quality of the finding from qualitative research is directly dependent upon the skills,
experience and sensitivity of the interviewer or group moderator. This type of research is often less
costly than surveys and is extremely effective in acquiring information about people’s
communications needs and their responses to and views about specific communications.
Quantitative research
As defined by Aliaga and Gunderson (2000), Quantitative research is ‘Explaining phenomena by
collecting numerical data that are analysed using mathematically based methods (in particular
statistics)’. Quantitative research is essentially about collecting numerical data to explain a
particular phenomenon, particular questions seem immediately suited to being answered using
quantitative methods, for example, How many males get a first-class degree at university compared
to females? What percentage of teachers and school leaders belong to ethnic minority groups?
When we collect data in quantitative educational research, we have to collect them from someone
or something. The people or things (e.g. schools) we collect data on or from are known as units or
cases. The data that we are collecting from these units are known as variables. Variables are any
characteristic of the unit we are interested in and want to collect (e.g. gender, age, self-esteem).
Quantitative research is based on the objectivity that is it is done on the verified facts and figures
and the things are presented as how they are, there are less chance of biases of the researcher.

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Type of research used during field work
During our field work in Summerbugh area of district Budgam, we used the quantitative type of
field work approach in order to know about the damage caused by the floods. The damage was
quantified in terms of various variables that helped us to know about the nature and magnitude of
damage.
Steps involved in conducting research in Summerbugh area
 Formulation of problem in research
 Formulating a research design
 Application of quantitative approach of field work
 Collection of data
 Data processing
 Data analysis
 Report writing
Research design
Research design is planning a strategy of conducting research. It plans as to what is to be observed,
how is it to be observed, how to record observation etc. Research design is thus a detailed plan of
how the goals of research will be achieved. It is a blue print of the research and of the plans that a
social researcher have to execute. It serves a guide map for the researcher to carry out the research
smoothly and without any mis-communication. Research design facilitates the smooth sailing of the
various research operations, thereby making research as efficient as possible yielding maximal
information with minimal expenditure of effort, time and money. Research design stands for
advance planning of the methods to be adopted for collecting the relevant data and the techniques
to be used in their analysis, keeping in view the objective of the research and the availability of
staff, time and money. Preparation of the research design should be done with great care as any
error in it may upset the entire project. Research design, in fact, has a great bearing on the
reliability of the results arrived at and as such constitutes the firm foundation of the entire edifice
of the research work
Types of research design
Exploratory research design: Exploratory research studies are also termed as formulative research
studies. The main purpose of such studies is that of formulating a problem for more precise
investigation or of developing the working hypotheses from an operational point of view. The major
emphasis in such studies is on the discovery of ideas and insights. As such the research design
appropriate for such studies must be flexible enough to provide opportunity for considering
different aspects of a problem under study. Inbuilt flexibility in research design is needed because
the research problem, broadly defined initially, is transformed into one with more precise meaning
in exploratory studies, which fact may necessitate changes in the research procedure for gathering
relevant data.

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Diagnostic research design: Diagnostic research studies determine the frequency with which
something occurs or its association with something else. The studies concerning whether certain
variables are associated are examples of diagnostic research studies. In diagnostic studies, the
researcher must be able to define clearly, what he wants to measure and must find adequate
methods for measuring it along with a clear cut definition of ‘population’ he wants to study.
Research design used in field work
This research was based on both the exploratory as well as the diagnostic research design. In our
exploratory resign design, we focussed on the problem area, and tried to explore the impact of
flood on the people of community-particularly the impact of flood on the economy, livelihood,
housing, health and education of the inhabitants. The research was also based on diagnostic
approach because certain suggestions and recommendations were put forth in order to deal with
the post-disaster situation.
Sources of data collection
To carry out the research, it’s very important for the researcher to collect the data that he may be
requiring in order to reach out to the facts. The research cannot be done without having any proper
data which may valid or invalid our hypothesis, therefore it’s very important for the researcher to
collect the relevant data which may be helpful to him in his research. Data can be collected through
two sources, the data can be either collected directly by the researcher that is through the “primary
sources” and the data can also be collected indirectly that is through the “secondary sources”
1) Primary sources of data: primary method of data collection may be defined as when the
researcher himself collects the data and verifies the facts and reality. In the collection of
Primary data the researcher with the help of observation and understanding collects the
data at his own and thereby sees the real facts. Primary data is considered to be the most
authentic data over which the researcher can rely upon. Since the data is collected by the
researcher himself, therefore there are least chances of any mis-interpretation, mis-
communication or any other distortion in the information. In other words the primary data
is considered to be more accurate, truer and more reliable.
2) Secondary sources of data: Secondary method of data collection may be defined as the
method where in the researcher don’t go to the field to collect the data but the researcher
relies on the already available data in order to save his time and expenses. Secondary data is
not based on the observations and experimentations but is collected by some other person
and is put in use by the researcher. The secondary data lacks the authenticity as the
researcher cannot rely over the data unless it’s verified and stands true. Secondary data is
used by the researcher just to save his time and to have an easy access to the data without
putting much effort.

Methods of data collection

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Data can be collected in two ways, it can be either collected directly that is by going to the field and
collect the data at our own or data can be collected indirectly also that is relying on the other ways.
The few instruments by with which we can collect data are as:
Observation:
Observation may be defined as a process in which one or more persons observe some real-life
situation and record pertinent occurrences. It is used to evaluate the overt behaviour of the
individuals in controlled and uncontrolled situations. Observation is possible only when the
researcher participate in the research activity. Therefore observation and participation goes hand in
hand.
Interviewing
Interview is a process of communication or interaction in which the subject or interviewee gives the
needed information. In a research situation it may be seen as an effective, informal conversation,
initiated for a specific purpose as it focusses on certain specific areas. The main objective may be
the exchange of ideas and experiences and eliciting of information.
Questionnaires
Questionnaire’ is a commonly used tool for collecting a variety of data. A questionnaire may include
a series of questions pertaining to psychological, social, educational or any such issues which are
sent to an individual or a group, with the aim of obtaining relevant data on the topic of research.
Questionnaires are widely used by the social researchers while conducting their research in order
to get the data and keep in in a recorded format. Questionnaires are usually filled by the researcher
however, he may employ any other person to get them filled. Now a days, questionnaires are also
filled through e-mails.
During our research, we collected the data from both the primary as well as from the secondary
sources. The primary sources of data used were: interview schedule and observation. While as, the
secondary sources of data used were ICDS and PHC.
Concepts used in social research
Social survey
The term survey has come from two words, “sor” and “vor”, which means to see a particular thing
from a high place. Mark Abrahama has defined social survey as a “process by which quantitative
facts are collected about the social aspects of a community’s position and activities.
Census
It is the total process of collecting, compiling, analysing, evaluating, publishing, and disseminating
statistical data regarding the population and housing and their geographical location. Population
characteristics include demographic social and economic data and provided as of a particular date.
Apart from that in census we select all items in any field of enquiry that constitutes “universe” or
“population”. A complete enumeration of all items in the population is known as census enquiry. It
can be presumed that in such an enquiry when all items are covered, no element of chance is left
and highest accuracy is obtained.
We employed social survey method in our research study, where in we used the census method
and collected the data through door-to-door method.
Universe of study

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The sum total or the aggregate of all units/cases, that conforms to designated set specification is
called universe. The universe of study in our research was the entire Lasjan area, where in we
carried our research in a specific area.
Target population
The target population in our research study was the Summerbugh area, where in the research was
inclusive of all groups.
Pilot study
According to Van Teislingen & humdly, Pilot study is a mini version of a full scale study or a trial run
done in preparation of the complete study. It is a pre-investigation before carrying out the research
which helps us to understand the different aspects of our research in a better and refined manner.
In our research process, we carried the pilot study in Lasjan area for two days, where in it was
identified that it is not the apt area to carry out the research, therefore after the pilot study certain
changes were incorporated in the interview schedule and research was carried in Summerbugh
area.
Ethics followed during the research process
The term ethics derives from the Greek word “ethos”, meaning “character”. To engage with ethical
dimension of your research requires asking yourself several important questions. A consideration of
ethics needs to be a critical part of the sub structure of the research process from the inception of
your problem to the interpretation and publishing of the research findings. Yet, this aspect of the
research doesn’t often appear in the diagrams of the models of the research. The ethics followed
during our research process are as:

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 DATA FINDINGS AND DATA INTERPRETATION

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DATA FINDINGS AND DATA INTERPRETATION
During our research in the field area Summerbugh we assessed the post flood situation and came
across certain findings. The research findings and research interpretation is as:
 Number of school going children
This variable was incorporated in the research schedule in order to know about the impact of floods
on the educational setup of Summerbugh area. This variable represents the number of school going
children in the community.
80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Yes 71.80% No 28.80%

This graph represents the number of school going children in the community. The percentage of
school going children in the Summerbugh area is 71.80% where as percentage of non-school going
children is 28.80%. Most of the children in the community were school going children while as rest
have already completed their schooling or were too young to join the school.

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  Nature of damage to the belongings of school going children
50.00%

45.00%

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
school books and documents=0.51% all of the no loss=1.21% not
uniform=43.4% above=25.95% applicable=28.81%

This variable was incorporated in order to know about the nature of damage that flood have caused
to the belongings of children.

From the above data it can be clearly interpreted that the people were not able to safeguard their
belongings and majority of the children had lost all of their belongings causing maximum damage to
the books and uniform

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  Nature of impact on school going children
We incorporated this variable in order to get information about the variables that have caused lack of
interest in school going children.

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
due to due to due to all of the not
floods=16.6% stress=19.37% vaccations=3.46 above=2.24% applicable=58.3%
%

In this graphical representation, we came to know about the various variables that have caused the
lack of interest in school going children. From the above representation, it can be seen that the floods
have caused extreme psychological upset in the children that have caused the increase in their stress
level

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  Requirement of any educational support

This variable was incorporated in research schedule in order to know the requirement of
educational support. Since the flood have affected the people badly, especially the livelihood of
people have been affected to a large extend, therefore in order to know about the requirement of
assistance, we incorporated this variable

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
yes=55.01% no=16.6% not applicable=28.5%

From this graphical representation it is clear that majority of the people are in dire need of
educational support. 55.01% of the people have mentioned that they are in need of educational
support, which therefore shows the impact of flood and the damage caused due to it.

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  Nature of support required

50.00%

45.00%

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
books and cash=3.11% all of these=29.5% not
uniform=22.3% applicable=44.98%

This variable was incorporated in the research schedule to get the information about the nature of
educational support required.

In the above graphical representation, 22.3% of the people have asked for the assistance in books
and uniform, therefore the people of the community expect a relief package from the authorities
that can help them to stabilize the schooling of their children

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 IMPACT OF FLOODS ON THE DUCATION SYSTEM
OF SUMMERBUGH AREA

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 IMPACT OF FLOOD ON THE EDUCATION SYSTEM
Pre- flood educational scenario in Jammu and Kashmir
The Education system of Kashmir has been affected from very beginning. There had been ups and
downs. Taking the history of Kashmir into consideration i.e. 1991 during conflict period, education
system has been affected a lot in that time period, and mass promotion was also given to students
due to that disruption that caused a great trouble to the students.
Lately in the last decade the education system gradually started improving in Kashmir, although the
situation was not completely stable but the Education System however managed the work at
proper time. All the Examinations, Interview Selection, Class work, Vacations, and other curriculum
activities were held at proper time. Modern ways of education was also introduced in many of
schools.
Post-flood Education System in Jammu and Kashmir
• The education sector has suffered a loss of 165 crores during the recent floods with the total 2594
schools being damaged across the state.
• 2594 schools were affected during these floods out of which 686 school buildings were totally
damaged and 1908 were partially damaged. The total number of schools affected in Kashmir
division is 1096 with 495 school buildings being categorized as fully damaged and 601 partially
damaged.
• The south Kashmir district of Anantnag was the hardest hit in terms of number of school buildings
during the deluge.
• In Srinagar, the number of damaged school buildings is 64.8 schools have suffered partial damage.
• Books were also lost which were worth 29.48 crores and the damage to mid-day meal scheme has
been calculated at 1.54 crores.
• 182 school buildings in Anantnag were damaged during these floods, which was followed by 174 in
Budgam, 169 in Pulwama and 122 in Baramulla.
• The figures revealed that 85,147 book sets of students in Kashmir division have been washed away
or completely damaged during these floods.
This flood not only damaged the Educational Institutions but JAMMU AND KASHMIR BOSE [BOARD
OF SCHOOL EDUCATION] was also under water. And if other school were not damaged they were
occupied by flood affected people.
Therefore all the Examinations, Interviews, Class-work, and Sports Activities etc the entire schedule
was stopped due to the flood in Jammu and Kashmir
Pre-flood education scenario in Summerbugh area
There are 4 schools in Summerbugh among them 2 schools are private and 2 are government
school that were performing nicely and the students were going to their schools, exam schedule
was running nicely and even parents were also satisfied with the education of their children
.Vacations were also at time and other activities regarding Education i.e. Competitions, Quiz,
Seminars, Sport etc all were properly done.

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Post-flood educational scenario in Summerbugh area
After the deadly flood on 6-sep-2014 all the 4 schools became dysfunctional and educational
system took pause because all the 4 schools were submerged in water. Schools were submerged in
water for 22 days and the students could not go to their schools for 2 months. Both the
government schools are still in shambles and are yet to be cleaned
Both the private schools of the community have been restarted now by the owners at their own
cost and are functioning properly
The students studying in these government schools were highly concerned about their future
Damage in terms of school building
School Infrastructure: when water remained for 22 days in schools it definitely affects the
infrastructure of the school i-e classrooms have been damaged the seats, doors windows, glass all
has been damaged.
Libraries: libraries contain books and other material for reading and when the water was present
for so many days everything present in libraries has gone
Laboratories: laboratories contains various equipment’s, salts, models, which all have been
damaged due to floods
School records: there are various records present in schools like students records, teachers record
and other relevant data like when was schools established, who did inauguration, who was the ist
principal etc. all records has been destroyed.
Computers: the floods also damaged the computers available in the school.
Stationary: there are various desktop instruments like punch holes, staplers, tapes, drawing
instruments like brushes, colour pencils, watercolours, writing instruments pens, pencils,
highlighters, ink for printers ,file folders ,envelops ,paper and pads etc which all got damaged due
to floods
School buses: number of school buses also got affected due to floods
Threats in damaged schools in Summerbugh
Unhygienic: The schools are very unhygienic because the building if cleaned once is not sufficient
enough to study in. since water was present for 22 days in schools that have developed fungus and
moss in the classrooms that can cause lot of issues to the school children.
Risky: The schools are risky because the small children study in schools are more vulnerable to the
infections and other issues and due to floods, there is a chance for buildings to collapse because
they have not been confirmed fit by any engineer.
Electricity: Due to floods, lot of damage has been done to electric wires and which may become
threat for small kids studying in the schools and can cause electric short circuits.
Garden: Playgrounds and lawns are not cleaned properly which also can become a threat to the
school kids
Spread of infection: Due to dust in schools, classrooms, it may become a threat for infection. As
water is still present in the government schools and summer is approaching, there is great chance
for water borne diseases.

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Impact of floods on students
a) Physical b) psychological
PHYSICAL
 Due to floods in Summerbugh the students have lost their uniforms and school bags.
 The students have also lost their notes in the devastating floods that hindered the normal
examination schedule
 Books- that are most important for a student have also been lost in the September floods.
 The students have also lost their various documents like birth certificates, residential proofs, marks
certificates etc. which cannot be regained easily. The students have also their various honor
certificates.
 The students have also lost their school bags, modals build by them, gifts received by them.
PSYCLOGICAL
 Trauma: the floods of September 2014 was deeply distressing and a disturbing experience that
caused trauma to the flood affected people . Trauma is an emotional wound or shock that
damages one psychological development and students of Summerbugh may have the trauma
of floods
 Lack of interest in studies: Due to the long vacation from schools, it became one of the reason
that they lacked interest in studies and another reason could be the loss of book & notes that
caused them much trouble to carry on with their studies.
 Lack of concentration: Due to floods there is chance of lack of concentration in the students
because the students who has lost their houses, who do not get proper meals ,who don’t
have uniform to wear or who don’t have proper clothes may face the problems in concentrating
over their studies or in their day-to-day activities.
 Hydrophobia: it is an irrational fear of water and there is a high chance of hydrophobia in
the students because students have faced the floods they have seen the worst flood of their
life that might develop the irrational fear of water.
Expectations of parents of Summerbugh towards education
Books should be provided free
Uniforms should be provided free
There should be relaxation in fees
The school should be properly re-established
The pure water supply should be present schools
The scholarships should be provided to affected students
There should be proper check on school buildings whether they are in condition to study in or not.

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POSSBIBLE SOCIAL WORK INTERVENTION

macro level

mezzo level

micro level

(Source: this model has been borrowed from Brenda Dubois)

Micro level intervention: At micro level social worker can talk to local people, increase their coping
capacities, develop support system and help them to come out of the trauma. The social worker
can also provide counselling to the families and can provide educational counselling to the school
going children as well.
Mezzo level intervention: At mezzo level, social worker can approach to school authorities to
provide help in terms of relaxation in fee to those students who have been badly affected by floods.
The social worker can also reach out to the school authorities to ask them to take special care of
the flood affected children.
Macro level intervention: At macro level, social worker can approach to various NGO”S who are
working on child education etc in order to provide some help to those students who have been
badly affected and cannot afford books uniform etc

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 CONCLUSION AND RECOMMENDATIONS

Conclusion

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Jammu and Kashmir is the most vulnerable zone towards earthquakes, floods, and other natural
calamities. Major areas of the state falls under seismic zone 5 where the seismic activities are very
high making it quite vulnerable to earthquake. Beside this the climatic changes and global warming
becomes reason for the floods and the other natural calamities. The another reason may be also
due to the flow of the westerlies passing the Mediterian sea or the Caspian Sea, the Black sea from
where they carry the moisture and then enters middle east Asia and flows through Iran,
Afghanistan, Pakistan and then enters Jammu and Kashmir. Kashmir valley due to its physiographic
location between the Zanskar range and the Pir Panjal ranges get the westerlies struck with these
ranges and the moisture they carry is poured here in the form of rain resulting in floods in case of
heavy rain falls.
Apart from all these the state is also surrounded by a number of water bodies so the risk of floods
always remains comparatively higher than the other places.
These may be some of the reasons due to which the state has already faced a number of worse
floods in the past causing a huge destruction to the life and properties of the people.
The area where we were assigned for our field work was Summerbugh. Due to its location on the
banks of the river Jhelum the flood has badly affected the area. There is a history of floods every
year once or twice in the area but that flood water mainly remains lodged hardly for one or two
days and such a devastating flood of September 2014 they have never experienced. Floods have
damaged the properties –public and private infrastructure, agricultural land and the business
activities of the people. Most of the people in the said area were having brick kilns or working in
them to earn their livelihoods which were also totally submerged causing a great loss to them. The
agricultural lands were also totally submerged causing a great loss to the vegetables and the crops.
Beside its effect on the agricultural and business activities of the people the flood has also affected
the health, education and social living of the area.
The two private and the two government schools of the area were also totally submerged causing a
huge damage to the infrastructure of the buildings. The ICDS (integrated child development service)
centre of the area was also totally damaged causing a great problem and disruption in the
education system of the area. The private schools of the area have been re-established by the local
heads, however the government schools are yet to be revived again. Now in order to revive the
education system of Summerbugh area back to normalcy, there should be collective efforts from
the government as well as from the non-government agencies, in order to save the future of
students and help to carry on with their studies. The possible recommendation to revive the
education system of Summerbugh area and to prevent further disasters in the area are as:

Recommendations

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  There is a need of special focus for the construction of flood protection infrastructure,
dredging of rivers and development of one more flood spill channel to off load the main river
from the flood waters.
 The area and properties of the Summerbugh area is at a very high risk and therefore safety
measures for public and private infrastructure are required to be taken in a sustained
manner.
 The amount of rupees 75000, 12000 and 3800 provided to the affected families for a fully,
partial and minor damage of their houses is not enough to recover their loss. So a sufficient
amount should be provided to these affected families.
 There should be a holistic distribution of the relief material either in cash or kind provided by
any governmental or non-governmental agency.
 Adequate funding should be provided to the damaged schools to compensate the loss
caused due to the floods.
 Special concession in fee should be made to the affected students in case of private schools.
 The affected students of government schools should be provided with special scholarships
which can help them in their studies.
 Books and uniforms should be made available to these affected students free of cost.
 A favorable and hygienic environment should be provided necessarily to the students to
prevent them from infections.
 The school authorities should inculcate the knowledge of disaster management and should
provide training to the students.
Social work intervention
The intervention of a social worker in this particular community can be in many ways, particularly
with the school going children and with the families that have been affected by the floods.
 The social workers can work with the families, built a support system for them and can help
them to improve their coping capacity. Since disasters are such a kind of calamity where in
the people lose their self-confidence and strength, particularly in the families who gets
affected worse, therefore the social worker can play a very important roles in such families
by giving them counselling sessions and in-built in them the self-confidence and improve
their defense mechanisms.
 The social workers can impart the disaster management knowledge among the masses of
this community particularly in the youth of community that can be channelized and utilized
at the time of need.
 The social workers can instill the ray of hope in the people of community and try to bring
the community on a single platform in order to work against any future uncertainty.
 Since, the school going children of this community are facing a good level of stress,
therefore, the social workers can have also educational counselling sessions with the school
going children in order to minimize their stress level and help them to re-cope with their
studies.

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  The school worker can also use the means of mass media to highlight the issues of this
community particularly about the conditions of the schools which are still in a dilapidated
conditions.
 The social workers can also liaison with various Ngos in order to provide the assistance to
the people of this community particularly in the area of health and education.
Experience and Learning from the field work
since field work is the best experience for a social worker wherein we go out in the
communities, meet new people, know their beliefs, ideologies, customs and every
other thing about them, also the field work gives us the privilege to go to the areas
where we normally don’t prefer to go. Therefore it was a wonderful experience to
explore the Summerbugh area, know about the people, their issues, their strengths
and their life. This field work was infact the best exercise to work with the flood
affected people and know their experiences and know about the various self-help
techniques they used to save their self and their families. It was an opportunity to
lend a helping hand to the flood affected people and be a source of catharsis for
them and share their grief and loss. It feels amazing to be in the profession of social
work, where we meet such a diverse group of people and wherein we can have the
privilege to explore every area, where we usually cannot. We are glad to be the part
of social work community and profession. We hope and promise that we will
continue to serve the society in the same manner and will try our best to make this
world a lovely habitat.
Limitation of the field work
 Since the field work was carried in winter season, therefore it was bit difficult
for few of our group members to cope up with the rain and snow.
 Initially it was too difficult for us to introduce ourselves to the community as
we were considered as the relief givers.
 Even though we didn’t gave any hope to the people of this community, but
they were still under the impression that we may be arranging any relief
material for them
 One of our group member was initially not allowed in various houses and was
even frisked by one householder.
 Since we had two non-local language speakers, so it became quite challenging
for them to speak in Kashmiri language.
 There were no shops open in the community, due to which we had to work for
the whole day without taking any meals.

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Annexures

Images showing the condition of roads

that have been badly damaged by the
floods and even the light showers
cause the problem of water lodging in
the area.

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Images showing the local public health centre of the community that is functioning
even after the floods but is working in a single room with no proper provision of a
PHC
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 images of the Governemnt Middle and High Schools that have been damaged
in the recent floods but are yet to be clened even after seven months of
floods.
The first image represents the ICDS that has been collapsed in the floods and is
currently functioning in
a in shed.

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Images showing the flood of September, 2104, where in the magnitude of disaster
was extreme, and people were in trouble and were not able to safeguard any of
their belongings. The flood of September, 2104, was the worst causality that
happened in the parts of Jammu and Kashmir

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Images showing the floods of September, 2014, where the local people turned out
to be the messiah for the flood affected people, and with the help of self-made
boats, they evacuated the people from the flood affected areas. This was the best
example of humanity set by the people of Jammu and Kashmir

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